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Susan T. Fiske - One of the best experts on this subject based on the ideXlab platform.

  • Hostile and Benevolent Sexism: Measuring Ambivalent Sexist Attitudes Toward Women
    Psychology of Women Quarterly, 1997
    Co-Authors: Peter Glick, Susan T. Fiske
    Abstract:

    A theory of sexism as ambivalence, not just hostility, toward women is presented. Ambivalent Sexism Theory distinguishes between hostile and “benevolent” sexism (each addresses issues of power, Gender Differentiation, and sexuality). Benevolent sexism encompasses subjectively positive (for the sexist) attitudes toward women in traditional roles: protective paternalism, idealization of women, and desire for intimate relations. Hostile sexism encompasses the negative equivalents on each dimension: dominative paternalism, derogatory beliefs, and heterosexual hostility. Both forms of sexism serve to justify and maintain patriarchy and traditional Gender roles. The validity of a measure of these constructs, the Ambivalent Sexism Inventory (ASI), is reviewed. Comparisons are offered between the ASI and other measures of sexist attitudes (e.g., the AWS), with suggestions for the proper domains of different scales.

  • the ambivalent sexism inventory differentiating hostile and benevolent sexism
    Journal of Personality and Social Psychology, 1996
    Co-Authors: Peter Glick, Susan T. Fiske
    Abstract:

    The authors present a theory of sexism formulated as ambivalence toward women and validate a corresponding measure, the Ambivalent Sexism Inventory (ASI). The ASI taps 2 positively correlated components of sexism that nevertheless represent opposite evaluative orientations toward women: sexist antipathy or Hostile Sexism (HS) and a subjectively positive ( for sexist men ) orientation toward women, Benevolent Sexism (BS). HS and BS are hypothesized to encompass 3 sources of male ambivalence: Paternalism, Gender Differentiation, and Heterosexuality. Six ASI studies on 2,250 respondents established convergent, discriminant, and predictive validity. Overall ASI scores predict ambivalent attitudes toward women, the HS scale correlates with negative attitudes toward and stereotypes about women, and the BS scale (for nonstudent men only) correlates with positive attitudes toward and stereotypes about women. A copy of the ASI is provided, with scoring instructions, as a tool for further explorations of sexist ambivalence.

Peter Glick - One of the best experts on this subject based on the ideXlab platform.

  • Hostile and Benevolent Sexism: Measuring Ambivalent Sexist Attitudes Toward Women
    Psychology of Women Quarterly, 1997
    Co-Authors: Peter Glick, Susan T. Fiske
    Abstract:

    A theory of sexism as ambivalence, not just hostility, toward women is presented. Ambivalent Sexism Theory distinguishes between hostile and “benevolent” sexism (each addresses issues of power, Gender Differentiation, and sexuality). Benevolent sexism encompasses subjectively positive (for the sexist) attitudes toward women in traditional roles: protective paternalism, idealization of women, and desire for intimate relations. Hostile sexism encompasses the negative equivalents on each dimension: dominative paternalism, derogatory beliefs, and heterosexual hostility. Both forms of sexism serve to justify and maintain patriarchy and traditional Gender roles. The validity of a measure of these constructs, the Ambivalent Sexism Inventory (ASI), is reviewed. Comparisons are offered between the ASI and other measures of sexist attitudes (e.g., the AWS), with suggestions for the proper domains of different scales.

  • the ambivalent sexism inventory differentiating hostile and benevolent sexism
    Journal of Personality and Social Psychology, 1996
    Co-Authors: Peter Glick, Susan T. Fiske
    Abstract:

    The authors present a theory of sexism formulated as ambivalence toward women and validate a corresponding measure, the Ambivalent Sexism Inventory (ASI). The ASI taps 2 positively correlated components of sexism that nevertheless represent opposite evaluative orientations toward women: sexist antipathy or Hostile Sexism (HS) and a subjectively positive ( for sexist men ) orientation toward women, Benevolent Sexism (BS). HS and BS are hypothesized to encompass 3 sources of male ambivalence: Paternalism, Gender Differentiation, and Heterosexuality. Six ASI studies on 2,250 respondents established convergent, discriminant, and predictive validity. Overall ASI scores predict ambivalent attitudes toward women, the HS scale correlates with negative attitudes toward and stereotypes about women, and the BS scale (for nonstudent men only) correlates with positive attitudes toward and stereotypes about women. A copy of the ASI is provided, with scoring instructions, as a tool for further explorations of sexist ambivalence.

R Brown - One of the best experts on this subject based on the ideXlab platform.

  • The development of Gender Differentiation in young children.
    The British journal of social psychology, 1994
    Co-Authors: M Yee, R Brown
    Abstract:

    A sample of 128 boys and girls in four age groups (three, five, seven, nine years) undertook tasks designed to assess their ability to categorize by Gender, Gender constancy, evaluations of Gender groups, and Gender discrimination in the allocation of prizes in a task performance setting. Results indicated that all children could categorize accurately by Gender although nine-year-olds tended to adopt more complex criteria. Gender constancy increased with age, although not monotonically--seven-year-olds displayed less constancy than five-year-olds. Gender Differentiation in attitudes was very marked from five years upwards, and even earlier in girls (both groups viewed their own Gender more favourably). This greater own Gender favouritism among girls was even clearer in the discrimination task: girls awarded girls' groups more desirable toys even when they had ostensibly performed less well than the boys' group. The boys attended more to performance information. Girls also made more negative comments about boys than vice versa.

Medora W. Barnes - One of the best experts on this subject based on the ideXlab platform.

  • Gender Differentiation in Paid and Unpaid Work during the Transition to Parenthood
    Sociology Compass, 2015
    Co-Authors: Medora W. Barnes
    Abstract:

    The transition to parenthood may be especially difficult because relationships need to be largely reorganized to meet demanding new challenges. For scholars interested in Gender inequality, the transition to parenthood is a critical time in which Gender Differentiation is generated by both economic and cultural forces. Although newly married childless couples tend to share both paid and unpaid labor rather equally, when men and women become parents, their patterns become increasingly differentiated by Gender. Cultural beliefs that emphasize mothers as the primary parent and fathers as secondary reinforce unequal patterns in housework and childcare. Time availability models, bargaining perspectives, and Gender theories all have been used to explain these patterns. Some changes that could help ease the transition to parenthood include expanding US parental leave policies, improving available childcare, adding flexible work policies, and offering more couples-focused intervention programs. Although much is known about the topic, more research is needed for the literature to reflect the new generation of global and diverse parents.

Emer Smyth - One of the best experts on this subject based on the ideXlab platform.

  • man enough to do it girls and non traditional subjects in lower secondary education
    Gender and Education, 2009
    Co-Authors: Emer Smyth, Merike Darmody
    Abstract:

    This article examines the processes influencing the choice of non-traditional subjects by girls in lower secondary education in the Republic of Ireland. In particular, we focus on the traditionally ?male? technological subjects, namely, Materials Technology (Wood), Metalwork and Technical Graphics. Analyses are based on detailed case-studies of twelve secondary schools, placing them in the context of national patterns of subject take-up. Strong Gender Differentiation persists in the take-up of these technological subjects. Commonalities are evident across schools in the way in which the subjects are constructed as ?male?. However, some students, both female and male, actively contest these labels, and school policy and practice regarding subject provision and choice can make a difference to take-up patterns. It is argued that the persistent Gendering of subjects has implications for the skills acquired by students, their engagement in education, and the education, training and career opportunities open to them on leaving school.

  • ‘Man enough to do it’? Girls and non‐traditional subjects in lower secondary education
    Gender and Education, 2009
    Co-Authors: Emer Smyth, Merike Darmody
    Abstract:

    This article examines the processes influencing the choice of non-traditional subjects by girls in lower secondary education in the Republic of Ireland. In particular, we focus on the traditionally ?male? technological subjects, namely, Materials Technology (Wood), Metalwork and Technical Graphics. Analyses are based on detailed case-studies of twelve secondary schools, placing them in the context of national patterns of subject take-up. Strong Gender Differentiation persists in the take-up of these technological subjects. Commonalities are evident across schools in the way in which the subjects are constructed as ?male?. However, some students, both female and male, actively contest these labels, and school policy and practice regarding subject provision and choice can make a difference to take-up patterns. It is argued that the persistent Gendering of subjects has implications for the skills acquired by students, their engagement in education, and the education, training and career opportunities open to them on leaving school.

  • Gender Differentiation and early labour market integration across europe
    European Societies, 2005
    Co-Authors: Emer Smyth
    Abstract:

    This paper examines Gender Differentiation in early labour market outcomes across European countries. In spite of the fact that the educational attainment of women has now surpassed that of men in many countries, differences persist in the type of educational courses taken by young women and men. Countries differ in the extent of educational segregation by Gender but certain regularities are evident, with health/welfare, education and arts courses dominated by women and engineering courses dominated by men. Countries with higher levels of educational segregation by Gender are found to have higher levels of occupational segregation by Gender. However, marked Gender differences are still apparent between women and men who have received the same kind of education, regardless of the country considered